READING Teacher Resources and Answer Key
GRADE 2
Welcome to Scholar Zone Extended Learning!
This guide is designed to introduce you to the materials and practices you’ll be using with scholars in Scholar Zone Extended Learning for Reading and English Language Arts. These materials are for use during time allocated for reading and language arts instruction and practice within a comprehensive extended learning schedule. You’ll find a Planning and Pacing section that shows what is included in each of the reading sessions. This will help you plan ahead for your time with scholars. You’ll also find an Answer Key to help you check their work. What’s in the Student Books Student Content The student book has Reading Time selections from various sources. Informational text and fiction of various genres help children build knowledge and increase their speaking and listening vocabularies as they develop comprehension skills. The book includes activities for practicing phonics, learning about word families, and extending vocabularies. There are pages for developing reading and map skills and pages that are Just for Fun. Teacher Notes Each session’s notes provide teachers with suggestions for presenting instruction and assigning work. Discussion questions are provided to use to engage children with the texts. Teacher notes will help guide you, and then you may provide further support depending on the needs of your scholars. Suggested Materials • Provide pencils, crayons, and markers for children to use for writing and drawing. • Have two fiction books and two nonfiction books ready for reading aloud.
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Welcome to Scholar Zone Extended Learning! (continued)
Overview of Session Types: Grade 2, Volume 3 Reading Time
Each fiction or nonfiction reading selection engages children and provides context for practicing comprehension skills.
Time for Phonics
Activities provide practice for associating letters and sounds.
Write Your Own Story
An illustration or photo on a topic similar to the reading selection is provided. Children are prompted to talk about the picture, share their ideas, and then write their own stories.
Words, Words, Words
Words are presented in categories, and children use them to answer questions or fill in missing words in a text.
Word Families
Words are presented in families, and children become familiar with words that have common parts.
Reading and Map Skills
Children explore maps and globes, and map skills are introduced and practiced.
Draw and Write About Reading
A read-aloud text is read by the teacher, and children draw and write in response to a prompt.
Just for Fun
Activities are designed to engage children in other language arts- related activities.
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Supporting Children’s Reading and Language Arts Work
As children engage in reading and language arts work, ask them to explain their thinking. Provide coaching as needed for areas that challenge children, referring to any supports on the pages. Engage children in conversation to broaden their speaking and listening skills. Consult the Answer Key provided, if you need to find correct answers. Coaching Strategies When a child responds to a text, say: • Great idea! • I can see you are really thinking. • Do you have any other ideas to share? • I can see you really enjoyed reading this text. • What words would you use to describe this story (text)? When a child appears to be confused or challenged, say: • Let’s think about this together. Begin by giving hints and guiding the child to come up with an answer. • Let’s see how you can use the picture to help you. • Remember, you can always ask for help. When a child needs help sounding out a word with one or two syllables, say: • Let’s sound out this word together. • Let’s see what sound the word begins and ends with. • Let’s see what sounds the vowels make.
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Sharing Texts and Read-Alouds With Children
Scholar Zone Extended Learning for Reading and English Language Arts provides lots of time for reading and sharing selections. The selections may be fiction or nonfiction. Some questions are provided to help you guide students through the texts. Expand the questioning and conversations as children engage with the texts. The idea is for you and the children to enjoy the selections as they build comprehension skills. Here are some tips for successfully engaging children as you read aloud and share texts. Engaging Students With Fiction • Preview the text with children, reading the title and discussing the illustrations. Invite children to make predictions about what the story will be about. • As you read, pause to explain challenging vocabulary or ideas. Have children help with explanations. • Before the story ends, invite children to predict what they think will happen. • After reading, take time to have children retell the story in their own words. • Finally, ask children to predict what might happen if the author continues the story. Engaging Students With Nonfiction • Preview the text with children, reading the title and discussing the images. Introduce the topic and invite children to share what they know about the topic. • Pause periodically during reading to ask questions or point out interesting information. Focus on the informational text features—photos, headings, diagrams, labels, and illustrations. • As you read, stop to explain complex ideas and unfamiliar vocabulary terms. Have children help with explanations. • Review the information shared in the text to reinforce children’s understanding and to help children build knowledge. Have children collaborate and share what they learned from the text.
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Planning and Pacing
Each session may be accomplished in one day. If a session takes longer, just complete it the next day. Pacing is flexible, and you may adapt it to meet your needs. Sessions Overview: Grade 2, Volume 3
1 S
2 S
3 S
4 S
Reading Time: Mario’s Super Special Plant, pp. 6–8
Time for Phonics, p. 9 Write Your Own Story, pp. 10–11
Reading Time: A Gardener’s Friend, p. 12 Words, Words, Words, p. 13 • Share a text about ladybugs; make a prediction; use context clues; compare and contrast • Identify vocabulary words that tell about a garden
Words, Words, Words, p. 14 Draw and Write About Reading, p. 15 • Focus on the meanings of contractions • Share details from an informational text
• Share a story
• Identify and underline final blends • Write a fantasy story
about a boy named Mario who loves his super special plant; describe the beginning and ending of the story
• Use describing
words to tell about the story
5 S
6 S
7 S
8 S
Time for Phonics, p. 19 Write Your Own Story, pp. 20–21 • Listen for words with long u and write words with long u • Write a story about three friends
Reading Time: You’ve Got Mail!, p. 22 Words, Words, Words, p. 23 • Share a text about a character named Suki who gets an e-mail from her friend Annie; make inferences • Use vocabulary words that name sounds
Reading and Map Skills, p. 24 Words, Words, Words, p. 25 • Use the directions North, South, East, and West to locate places on a map • Identify vocabulary words that name land formations or bodies of water
Reading Time: Snow Night, pp. 16–18
• Share a story about how children use their senses on a nighttime snow walk with their mom; analyze characters • Talk about story details
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Planning and Pacing (continued)
9 S
10 S
11 S
12 S
Reading Time: Our Town Bookstore, pp. 26–28
Time for Phonics, p. 29 Write Your Own Story, pp. 30–31
Reading Time: Remembering Stories, p. 32 Time for Phonics, p. 33 about the ways early storytellers remembered their stories; locate and identify main idea and details; use context clues • Share a text • Sort words with long vowel sounds
Words, Words, Words, p. 34 Draw and Write About Reading, p. 35 • Focus on precise nouns • Share details from an informational text
• Share a story about animal characters who visit their town bookstore; identify the problem and the solution • Write a short story in response to a story the children shared
• Identify the sounds of /oy/ and /ow/ • Write a list of ideas
13 S
14 S
15 S
16 S
Reading Time: A Guide to Clouds, pp. 36–38
Reading Time: Up in the Clouds, p. 42 Words, Words, Words, p. 43 • Share a text about the day’s weather; identify the main idea of an article • Use vocabulary words that are compound words
Reading Time: Money Doesn’t Grow on Trees!, pp. 44–48
Time for Phonics, p. 39 Write Your Own Story, pp. 40–41 • Listen for variant vowels • Write a plan for a day outdoors
• Share an
• Share an
informational text about clouds; identify author’s purpose diagrams using information from an article • Make labeled
informational article about where money comes from; learn five facts about the U.S. dollar • Use a certain number of coins to show given money amounts
• Complete a
crossword puzzle
Just for Fun, p. 49
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Planning and Pacing (continued)
17 S
18 S
19 S
20 S
Reading and Map Skills: Mapping
Time for Phonics, p. 53 Write Your Own Story, pp. 54–55
Reading Time: The Stars and Stripes, p. 56 Words, Words, Words, p. 57
Words, Words, Words, p. 58 Draw and Write About Reading, p. 59
Directions; What Kind of Rose Is a Compass
Rose?; Using a Compass Rose, pp. 50–52
• Share a text about using a map to plan a trip; use the directions North, South, East, and West • Find directions on a compass rose; use a picture map to answer questions
• Identify soft and hard c sounds • Write about finding a treasure
• Help children focus on vivid verbs • Retell a story event
• Share a poem
about the stars and stripes about the flag of the U.S.A.; read a poem; make inferences
• Use vocabulary words that are homophones
• Use a compass rose; write directions for finding a buried treasure
21 S
22 S
23 S
24 S
Reading Time: The Lion and the Mouse, pp. 60–62
Time for Phonics, p. 63 Write Your Own Story, pp. 64–65 • Identify soft and hard g sounds • Write a story about a scene from “The Lion and the Mouse”
Reading Time: Unicorn Secrets, pp. 66–67
Words, Words, Words, p. 68 Reading and Map Skills: Visiting New Town, p. 69 • Help children focus on adjectives • Use a compass rose and a map to learn about a new place
• Share a text about unicorns; identify details in a text
• Share “The Lion and the Mouse,” an Aesop fable; understand the
moral, or lesson, of the story
• Identify the
characters and recall story events
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Planning and Pacing (continued)
25 S
26 S
27 S
28 S
Reading Time: Frozen in Ice, pp. 70–72
Words, Words, Words, p. 73 Write Your Own Story, pp. 74–75 • Help children focus on the words that tell about texture • Write a story about a family
Reading Time: Raining Frogs?, pp. 76–78
Draw and Write About Reading, p. 79
• Share an
• Share a story
• Retell a story ending
informational text about different types of winter weather; identify the key ideas and details • Write declarative sentences to describe a picture
about a boy who sees frogs falling from the sky from his window; read a story and make inferences
• Distinguish
between fact and opinion
29 S
30 S
31 S
32 S
Reading Time: Purrfect Pals: Cat Rescue, pp. 80–82
Words, Words, Words, p. 83 Write Your Own Story, pp. 84–85
Reading Time: School Zoo, p. 86 Words, Words, Words, p. 87 Just for Fun, p. 88 • Share a text about a mini-zoo where teachers can borrow pets for their classrooms; distinguish between
Reading Time: Koala Rescue, pp. 89–93
• Share a text about pet adoption; identify text features • Organize information from a text
• Use verbs to make a “things to do” list; note that most verbs show an action • Write a story about two main characters
• Share a text about koala hospitals • Answer questions about koalas by reading a diagram • Answer questions about koalas by reading a map
fact and opinion; make inferences; use context clues
• Use vocabulary words that are verbs
Just for Fun, pp. 94–96
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Answer Key
Learning Session 2 Page 9: Time for Phonics: final blends 1. desk 5. quilt 9. bird 2. gift 6. hand 10. shark 3. stamp 7. drink 11. chest 4. cold 8. tent 12. wasp Learning Session 3 Page 12: Reading Time: A Gardener’s Friend 1. B 2. A 3. Possible answers: Ladybugs eat aphids. Aphids eat plants. Page 13: Words, Words, Words: garden 1. leaves 2. worm 3. shovel 4. mower 5. bloom 6. grass 7. hose 8. soil 9. rake 10. bush Learning Session 4 Page 14: Words, Words, Words: contractions can’t/cannot; didn’t/did not; isn’t/ is not; doesn’t/does not; haven’t/ have not; wouldn’t/would not; aren’t/are not Learning Session 6 Page 19: Time for Phonics: long -u words
Learning Session 7 Page 22: Reading Time: You’ve Got Mail! 1. C 2. C 3. B Page 23: Words, Words, Words: sound words 1. chirp 2. plink 3. splash 4. click 5. crackle 6. quack 7. achoo 8. whoosh 9. squeak 10. ding Learning Session 8 Page 24: Reading and Map Skills: Using Directions 1. Mountain goats 2. Polar bears 3. West 4. North 5. East Page 25: Words, Words, Words: land and water Land words: cave, hill, mountain, dune, range Water words: ocean, river, lake, pond, stream Learning Session 10 Page 29: Time for Phonics: -oy and - ow sounds 1. boil, enjoy, point 2. royal, coin, voice 3. Joyce, Troy, Leroy 4. shout, howl, cloud 5. meow, crown, pout, flower 6. allow, ouch, loud Learning Session 11 Page 32: Reading Time: Remembering Stories
1. tube; possible answer: cube 2. blue; possible answer: glue 3. mute; possible answer: flute 4. chew; possible answer: screw
1. C 2. B 3. C
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Answer Key (continued)
p. 27 1. ay
Learning Session 16 Page 47: Activity: Money Chart 1. One quarter and one dime 2. Two quarters 3. One dollar bill and one nickel 4. Two quarters, one dime, and one nickel
Page 33: Time for Phonics: long vowel sounds Long a : flake, tray Long e : free, heat Long i : sigh, pie, child Long o : foam, both Long u : fruit, tune, cute Learning Session 12 Page 34: Words, Words, Words: precise nouns 1. I ate a spicy pepper. 4. oe 7. ui 2. ie 5. ea 8. ee 3. ue 6. ai 9. oa p. 28 diphthongs If the word has the same vowel sound as Color the star Orange Yellow house now joy coin brown Color Key
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Page 48 Activity: Crossword Puzzle Down
1. cotton 3. sheets
count
soil
2. The eagle flew so high. 3. That old kite lost its tail.
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variant vowels
Across 2. gold 3. six 4. counterfeit 5. bank Learning Session 17 Page 50: Reading and Map Skills: Mapping Directions 2. North, West 3. East Page 51: What Kind of Rose Is a Compass Rose? 2. West 3. South 4. West 5. South Learning Session 18 Page 53: Time for Phonics: soft and hard c sounds 1. H 5. H 2. S 6. S 3. H 7. H 4. S 8. H
4. You need a hammer to fix it. 5. She likes the book’s red jacket. 6. Let’s make a play castle. Learning Session 14 Page 39: Time for Phonics: variant vowels soy gown round toy join Help each dog get to its bone using a word path. If the word has the same vowel sound as Color the box and trace the line Blue Red Green Color Key
p. 29
good
moon
draw
school
foot
law
cause
ball
cool
wool
book
30
r -controlled vowels
food
root
hood
If the word has the same vowel sound as Color the space
cook
Yellow
tall
saw
boot
Color Key
Green
Red
Learning Session 15 Page 42: Reading Time: Up in the Clouds 1. A 2. B 3. B Page 43: Words, Words, Words: compound words 1. snowflake 2. goldfish 3. headphones 4. wallpaper 5. clothespin 6. greenhouse 7. playground 8. sidewalk 9. grasshopper 10. houseboat p. 30 storm short fork worn dirt bird park card girl stir dart farm 31 consonant blends If the word begins like Color the space Blue Red Color Key
lent e
Yellow
Green
p. 31
Purple
11
blend
blow
blast
clay click
glum
clock
blaze
glide
Answer Key (continued)
Learning Session 19 Page 56: Reading Time: The Stars and Stripes history, special, salute, praise, proudly
2. D; Sample answer: The unicorn said A and B (lines 7 and 9), but those aren’t about telling the truth. So I picked D, which is about truth (lines 15–16). 3. Sample answer: I think it means the hair on the outside of the body. In the picture, the unicorn has a mane and a tail and looks like a horse. And a horse’s body is covered with hair. 4. Sample answer: Except for eating cobwebs, each secret has some good ideas in it. It’s good to be clean (lines 7–8), to drink milk (lines 9–10), to exercise (lines 13–14), to look into people’s eyes when they speak (lines 15–16), and to pick your friends carefully (lines 17–20). Learning Session 24 Page 68: Words, Words, Words: adjectives Answers will vary. Learning Session 25 Page 72: Reading Time: declarative sentences Answers will vary. Sample answers: 1. Kim makes a snowman. 2. Mark brings sticks and a hat. 3. The snowman has arms. 4. The birds talk to the snowman. 5. Kim and Mark built a snow dog. Learning Session 26 Page 73: Words, Words, Words: texture words A. 1. furry 2. foamy 3. wrinkled 4. slimy 5. creamy 6. sharp B. 1. beach 2. tree bark 3. cookie 4 . gum
Think About It! Sample answer: People fly the flag on special days and to show their pride for their country.
Page 57: Words, Words, Words: homophones A. 1 . sail 2. hole 3. sale 4 . wrap 5. whole 6. pear B. 1. two 2. knock 3 . take 4. skyscraper Learning Session 20 Page 58: Words, Words, Words: verbs Possible answers: 1 . gallops 2. stretches 3. splashes 4. rings 5. chews 6. spots 7. blares 8. sketches 9. slithers Learning Session 22 Page 63: Time for Phonics: soft and hard g sounds 1. H 5. S 2. S 6. S 3. S 7. S 4. H 8. H Learning Session 23 Page 67: Reading Time: Unicorn Secrets 1. C; Sample answer: It says in lines 1 and 2 that most people say that unicorns aren’t real, so that’s why I picked C.
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Answer Key (continued)
Learning Session 27 Page 77: Raining Frogs?: making inferences 1. B; Sample answer: The story says Goran was in bed with the flu, so he was sick (line 2). 2. D; Sample answer: The story says that winds can spin very fast, like a tornado. So, I picked the word most like spins (lines 18–19). 3. Sample answer: Mama was testing how warm he felt to see if he had a fever. 4. Sample answer: A mystery has something you don’t know but have to figure out. This story is about the mystery of raining frogs (lines 18–22). Page 78: Words, Words, Words: fact and opinion A. 1 . opinion 2. fact 3. fact 4. opinion 5. fact B. Answers will vary. Learning Session 30 Page 83: Words, Words, Words: verbs: making a list Answers will vary; check the use of verbs. Learning Session 31 Page 86: Reading Time: School Zoo 1. A. Opinion B. Fact C . Opinion
Page 87: Words, Words, Words: verbs 1. gaze 2. crawl 3. fasten 4. sprinkle 5. scoot 6. yank 7. twist 8. soar 9. flutter
10. fade
Puzzle answer: action word
Learning Session 32 Page 92: Reading Time: The Koala Hospital
Activity: Diagram 1. on her stomach 2. a baby koala 3. leaves Bonus a pocket
Page 93: Activity: Map 1. Pacific Ocean, Southern Ocean 2. No 3. Yes 4. Melbourne, Sydney, or Canberra Bonus the east
2. B 3. B
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Notes
Notes
Notes
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